Europeana Learning Scenario
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Europeana Learning Scenario
Title
Colorful culture in the 1950s: blue skies, red panic
Author(s)
Ivana Štiglec
Abstract
What was life like in the 1950s? How did the political situation influence everyday life in Europe? What
was the position of women on both sides of the Iron Curtain? What was the influence of popular culture
on people’s lives? By working collaboratively on six different digital stations, students find the answers to
these questions and think critically about this period of history. At each digital station – that they access
via a QR code using their tablets – they read about different topics, answer questions and participate in a
discussion. After some more research at home they throw a 1950s thematic party at school - they wear
1950s clothes, play music from that era and start conversations on different 1950s topics that they have
been exploring. In the end students write a newspaper article about this historical era and carry out peer
assessment.
Keywords
History, English, 1950s, station learning method, ICT
Table of summary
Table of summary
Subject English, History
Topic 1950s
Age of students 17-18
Preparation time 30’
Teaching time Four 50-minute lessons
Online teaching Genially interactive pictures:
material
Station 1. https://view.genial.ly/5dc82ccbc84b920f68ff83c5
Station 2. https://view.genial.ly/5dc834ec56ddd70f62bbbeb7
Station 3. https://view.genial.ly/5dc838e4b165ac0f464a8de2
Station 4. https://view.genial.ly/5dc83bfac84b920f68ff97b0
Station 5. https://view.genial.ly/5dc83df203986d0f3830c420
Station 6. https://view.genial.ly/5dc8429fb165ac0f464aaab8
QR codes for digital stations – Annex 1.
Newspaper clipping generator
https://www.fodey.com/generators/newspaper/snippet.asp
Digital mind map tool
https://popplet.com/ or https://bubbl.us/
YouTube video
https://www.youtube.com/watch?v=iWqV4xuqS1c&t=135s
https://padlet.com/
Offline teaching Clothes
material Station learning method – Annex 3.
Europeana resources Blue Skies, Red Panic exhibition
used https://www.europeana.eu/portal/en/exhibitions/blue-skies-red-panic
Licenses
Attribution ShareAlike CC BY-SA. This license lets others remix, tweak, and build upon your work even for
commercial purposes, as long as they credit you and license their new creations under the identical terms.
This is the license used by Wikipedia, and is recommended for materials that would benefit from
incorporating content from Wikipedia and similarly licensed projects.
Integration into the curriculum
The 1950s is part of the History curriculum in the final years of high school in Croatia. Developing reading,
speaking and writing skills is part of English curriculum in every grade of high school.
Aim of the lesson
Students read, speak and write about one historical era using English. They think critically about one
historical period and express opinions about it.
Outcome of the lesson
Students create a digital mind map, throw a 1950s thematic party and write a newspaper article about a
historical era.
Trends
Collaborative learning, Student-Centred Learning, Mobile learning, Peer learning
21st century skills
Critical thinking, Collaboration and communication, Information Literacy, Media Literacy, Initiative, Social
skills
2
Activities
Name of Procedure Time
activity
Introduction: In order to introduce students to the topic of the 1950s, the teacher plays a
Watching YouTube video called ‘What High School Kids Were Like in 1950s’. Students 10’
video take notes and discuss the video after watching it (whole-class discussion).
Main part: The teacher places six QR codes around the classroom. Each QR code is one
Station work interactive digital station with tasks (Genially interactive pictures). Students 90’
are divided in groups of four and each group has to visit all six stations and
carry out tasks (read, answer questions, discuss, take notes). They access
each station via a QR code (see Annex). After they have visited and discussed
all stations, each group makes a digital mind map about 1950s using notes
they have taken during station work.
Students have to do further research about 1950s (fashion, music, politics,
Homework popular culture, everyday life, gender and racial equality, etc.) using
Europeana and other resources. They have to prepare themselves for the
1950s thematic party (prepare clothes, music).
At school, students and teachers (English, History) throw a 1950s thematic
party. They are all dressed up in appropriate clothes, music from that era is
Thematic played. Students and teachers mingle, initiate conversation, talk to each
party other about different 1950s topics they have been discussing and researching 45’
in the last lesson and at home. They also take selfies and publish photos with
1950s captions and hashtags on their school’s Instagram or Facebook page.
Closing: Students summarize what they have learned and write a newspaper article 60’
Newspaper about the 1950s, using the newspaper clipping generator Fodey. All articles
article are uploaded to a common Padlet and each student chooses one article and
does peer assessment using the rubric. The teacher can assess all articles
using the same rubric.
Assessment
Rubric for assessment of the newspaper article – Annex 2.
******************************* AFTER IMPLEMENTATION ********************************
Student feedback
Checklist – Annex 4.
Teacher’s remarks
Add here your comments and evaluation AFTER the implementation of this lesson. You can always use a rubric for self-assessment.
3
About the Europeana DSI-4 project
Europeana is Europe’s digital platform for cultural heritage, providing free online access to over 53 million digitised items drawn
from Europe’s museums, archives, libraries and galleries. The Europeana DSI-4 project continues the work of the previous three
Europeana Digital Service Infrastructures (DSIs). It is the fourth iteration with a proven record of accomplishment in creating
access, interoperability, visibility and use of European cultural heritage in the five target markets outlined: European Citizens,
Education, Research, Creative Industries and Cultural Heritage Institutions.
European Schoolnet (EUN) is the network of 34 European Ministries of Education, based in Brussels. As a not-for-profit
organisation, EUN aims to bring innovation in teaching and learning to its key stakeholders: Ministries of Education, schools,
teachers, researchers, and industry partners. European Schoolnet’s task in the Europeana DSI-4 project is to continue and expand
the Europeana Education Community.
4
Annex
Annex 1. Digital stations as QR codes
Station 1 Station 2
Station 3 Station 4
Station 5 Station 6
5
Annex 2. Assessment-Writing rubric
5 4 3 2
CONTENT Article explains the Article explains the Article presents some Article presents few
ideas fully and ideas well, contains facts, contains a few facts, contains
presents relevant mostly relevant details about the irrelevant details.
information. information. topic.
STYLE Uses rich vocabulary, Uses a variety of Uses simple Vocabulary is poor,
sentences vary in words, sentences are vocabulary, has little sentences are
length and word mostly simple with a sentence variety. sometimes
usage. few complex ones. incomplete or lack
structure.
GRAMMAR AND Makes no errors in Makes minor Makes a few Makes more than 6
SPELLING grammar, sentence mistakes(2-4) in mistakes(4-6) in mistakes. The
structure or spelling. It grammar, sentence grammar, sentence mistakes distract the
is easy to read it. structure or spelling. structure or spelling. reader from the
content.
Annex 3. Station learning method
Station learning method(in this case digital stations) promotes active learning and student engagement in
their own learning. Learning stations are physical places in the classroom where students have to do
different tasks, collaborate, discuss, learn from each other, help each other and take responsibility for
their own learning. Students move through the stations at their own pace, interact with each other and
are more willing to talk because they work in small groups.
Annex 4. Student feedback
YES NO
I was motivated to take part in
the lesson.
The lesson was interesting and
engaging.
I used English all the time.
I found out a lot of information
about one historical period.
I explored a historical period
with a critical eye.
I did my best during
collaborative work.
I could express my opinion
freely.
The lesson had a variety of
relevant activities(video,
stations, mind mapping, party,
newspaper article writing).
Students interacted with each
other on content issues.
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